Mismatch problems between students’ prior experiences and the demands of university mathematics are considered a key cause of dropout in mathematics degree programs. How can the transition into university mathematics be designed in a way that builds on students’ knowledge and experience while also highlighting the relevance of university mathematics for the teaching profession? This is the question we aim to explore.
Project Objectives
- Improving the alignment between students’ prior knowledge, their expectations, and the learning opportunities in introductory mathematics courses
- Developing and implementing tasks that explicitly connect school and university mathematics
- Promoting reflection on the relevance of academic mathematics for school teaching, particularly among teaching degree students
- Strengthening higher education teaching expertise within the Department of Mathematics and Data Science at Friedrich-Alexander-Universität Erlangen-Nürnberg
Funding
Innovation Fund for Teaching 2025/26
Department of Mathematics internal funds
Relation to Other Projects
Re:Math builds on the results of the doctoral project “Der Übergang von der Schule zur Hochschule. Ansätze zur Minderung von Diskontinuitätserfahrungen in der Studieneingangsphase mathematischer Studiengänge” by Dr. Birke-Johanna Weber.
Team members
Contact
Chia Kiesel
Research associates